Exploring Predictors of Teacher Efficacy for Instructing Students With Dyslexia in Internet Reading

• In Event: Teaching Reading and Writing to Students With Special Abilities

Abstract

Recent research indicates that readers with dyslexia experience challenges with several key competencies that are important for efficiently learning from the Internet. Several studies indicate that teachers are somewhat reluctant when it comes to integrating the Internet into instruction. This study explores the potential predictors of teachers' efficacy for instructing dyslexic students in efficient Internet reading; the study examines 138 junior high school teachers from schools in Norway. The results reveal that experience with teaching Internet reading and beliefs and knowledge about dyslexia and dyslexic students' ability predicts this form of teacher efficacy while age, general education, and general teacher experience do not. Implications for practice and future research are discussed.

Authors

• Christian Brandmo, Department of Teacher Education and School Development - University of Oslo

• Oistein Anmarkrud, University of Oslo

• Natalia Latini, University of Oslo